2020-2021 School Profile
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NSSE19 Topical Module
NSSE 2019 Topical Module Report First‐Year Experiences and Senior Transitions Stephen F. Austin State University IPEDS: 228431 This page intentionally left blank. 2 • NSSE 2019 TOPICAL MODULE REPORT NSSE 2019 First‐Year Experiences and Senior Transitions Administration Summary Stephen F. Austin State University About This Topical Module This module includes a set of items only for first-year students and a set only for seniors, with questions adapted from the Beginning College Survey of Student Engagement and the Strategic National Arts Alumni Project, respectively. The first-year items focus on academic perseverance, help-seeking behaviors, and institutional commitment, while the senior items explore post-graduation plans, links between the academic major and future plans, and confidence with skills developed during college. Comparison Group This section summarizes how this module's comparison group was identified, including selection criteria and whether the default option was taken. This is followed by the resulting list of institutions represented in the 'FY Exp / Sr Transitn' column of this report. Group label FY Exp / Sr Transitn Date submitted Not applicable; comparison group not customized. How was this Your institution did not customize this comparison group; the default group (all module participants) was used. comparison group constructed? Group description Default comparison group FY Exp / Sr Transitn (N=277) Abilene Christian University (Abilene, TX) California State University, Chico (Chico, CA)* Acadia University (Wolfville, NS) California University of Pennsylvania (California, PA) Adams State University (Alamosa, CO)* Campbellsville University (Campbellsville, KY) Alaska Pacific University (Anchorage, AK) Castleton University (Castleton, VT) Albany College of Pharmacy and Health Sciences (Albany, NY) Central Christian College of Kansas (McPherson, KS) Alberta College of Art + Design (Calgary, AB) Central College (Pella, IA) Albertus Magnus College (New Haven, CT)* Cheyney University of Pennsylvania (Cheyney, PA) Algoma University (Sault Ste. -
School Breaks Ground on Multi-Purpose Athletic Field with Lights Achievement • Spring 2018 1 Achievement Spring 2018
Spring 2018 Achievement Asheville School Alumni Magazine School Breaks Ground On Multi-Purpose Athletic Field With Lights Achievement • Spring 2018 1 Achievement Spring 2018 BOARD OF TRUSTEES An Education For An Inspired Life Published for Alumni & Mr. Walter G. Cox Jr. 1972, Chairman P ‘06 Friends of Asheville School Ms. Ann Craver, Co-Vice Chair P ‘11 by the Advancement Department Asheville School Mr. Robert T. Gamble 1971, Co-Vice Chair 360 Asheville School Road Asheville, North Carolina 28806 Mr. Marshall T. Bassett 1972, Treasurer 828.254.6345 Dr. Audrey Alleyne P ’18, ’19 www.ashevilleschool.org (Ex officio Parents’ Association) Editor Mr. Haywood Cochrane Jr. P ’17 Bob Williams Mr. Thomas E. Cone 1972 Assistant Head of School for Advancement Dan Seiden Mr. Matthew S. Crawford 1984 Writers Mr. D. Tadley DeBerry 1981 Alex Hill Tom Marberger 1969 Mr. James A. Fisher 1964 Travis Price Bob Williams Dr. José A. González 1985 P ’20 Proof Readers Ms. Mary Robinson Hervig 2002 Tish Anderson Bob Williams Ms. Jean Graham Keller 1995 Travis Price Mr. Richard J. Kelly 1968 P ’20 Printing Mr. Nishant N. Mehta 1998 Lane Press Mr. Archibald R. Montgomery IV Photographers Blake Madden (Ex officio Head of School) Sheila Coppersmith Eric Frazier Dr. Gregory K. Morris 1972 Bob Williams Mr. J. Allen Nivens Jr. 1993 A special thanks to the 1923 Memorial Archives for providing many of the archival photographs (Ex officio Alumni Association) in this edition. Ms. Lara Nolletti P ’19 Mr. Laurance D. Pless 1971 P ’09, P ’13 Asheville School Mission: To prepare our students for college and for life Mr. -
Highland Park Public Schools Highland Park, New Jersey Mission Statement
HIGHLAND PARK PUBLIC SCHOOLS HIGHLAND PARK, NEW JERSEY MISSION STATEMENT The mission of the Highland Park School District is to provide the community with the finest educational services through respect for diversity and commitment to collaboration, continuous improvement, and achievement of excellence. The Highland Park Board of Education will hold a REGULAR PUBLIC MEETING on Monday, September 19, 2016, at 6:30 p.m., at the Middle School, 330 Wayne Street, Highland Park, New Jersey. This meeting will be broadcast live on hpschools.net and youtube.com. AGENDA: 1. Call to Order 2. Announcement of Notice The New Jersey Open Public Meetings Act was enacted to ensure the right of the public to have advance notice of and to attend the meetings of the public bodies at which any business affecting their interest is discussed or acted upon. In compliance with the Open Public Meeting Act, the Highland Park Board of Education has caused notice of this meeting setting forth the time, date, and location to be submitted for publication to the Home News Tribune and Star Ledger and posted on the Board’s website at least 48 hours in advance of this meeting. Members of the public who wish to address the Board will be given the opportunity to do so before the Board adjourns for the evening. 3. Roll Call 4. Recess to Executive Session Be It Resolved, pursuant to the Sunshine Act, N.J.S.A. 10:4-12 and 13, the Highland Park Board of Education will now meet in closed session to discuss litigation. This exemption is permitted to be discussed in closed session in accordance with N.J.S.A. -
Are All Four-Day School Weeks Created Equal? a National Assessment of Four-Day School Week Policy Adoption and Implementation*
Are All Four-Day School Weeks Created Equal? A National Assessment of Four-Day School Week Policy Adoption and Implementation* Paul N. Thompson* John M. Schuna Jr. Assistant Professor of Economics Assistant Professor of Kinesiology School of Public Policy School of Biological and Population Health Oregon State University Sciences 340 Bexell Hall Oregon State University Corvallis, OR 97331 118H Milam Hall Corvallis, OR 97331 Katherine Gunter Emily J. Tomayko Professor and Extension Specialist Assistant Professor of Research School of Biological and Population Health Center for American Indian and Rural Health Sciences Equity Oregon State University Montana State University 247 Hallie E. Ford Center 308 Reid Hall Corvallis, OR 97331 Bozeman, MT 59715 Abstract: Four-day school weeks are used in over 1,600 schools across 24 states, but little is known about adoption and implementation of these types of school calendars. Through examinations of school calendars and correspondence with school districts, we have compiled the most complete four-day school week dataset to date. We use this unique database to conduct a comprehensive analysis of four-day school week policy adoption and implementation. We find adoption of four-day school weeks is often financially-motivated, and has generally remained a small, rural district phenomenon. These schedules feature a day off once a week – often Friday – with increased time in school on each of the remaining four school days that, on average, is nearly an hour longer than the national average among five-day schools. Four-day school week schedules average only 148 yearly school days, yielding yearly time in school that is below the national average for five-day schools despite the longer school days. -
NSSE 2019 Selected Comparison Groups Regent University
NSSE 2019 Selected Comparison Groups Regent University IPEDS: 231651 NSSE 2019 Selected Comparison Groups About This Report Comparison Groups The NSSE Institutional Report displays core survey results for your students alongside those of three comparison groups. In May, your institution was invited to customize these groups via a form on the Institution Interface. This report summarizes how your comparison groups were constructed and lists the institutions within them. NSSE comparison groups may be customized by (a) identifying specific institutions from the list of all 2018 and 2019 NSSE participants, (b) composing the group by selecting institutional characteristics, or (c) a combination of these. Institutions that chose not to customize received default groupsa that provide relevant comparisons for most institutions. Institutions that appended additional question sets in the form of Topical Modules or through consortium participation were also invited to customize comparison groups for those reports. The default for those groups was all other 2018 and 2019 institutions where the questions were administered. Please note: Comparison group details for Topical Module and consortium reports are documented separately in those reports. Your Students' Comparison Comparison Comparison Report Comparisons Responses Group 1 Group 2 Group 3 Comparison groups are located in the institutional reports as illustrated in the mock report at right. In this example, the three groups are "Admissions Overlap," "Carnegie UG Program," and "NSSE Cohort." Reading This Report This report consists of Comparison Group Name three sections that The name assigned to the provide details for each comparison group is listed here. of your comparison groups, illustrated at How Group was Constructed Indicates whether your group was right. -
Faculty Handbook
Faculty Handbook Approved by the Tusculum University Board of Trustees February 2021 Table of Contents Preface ................................................................................................................... 3 1.1 Intent of the Faculty Handbook .................................................................... 3 1.2 Mission, Vision, and Values ........................................................................... 4 1.3 Brief History of Tusculum University ............................................................ 4 Academic Administrative Organization .................................................................. 6 2.1 Office of Academic Affairs ............................................................................. 6 Faculty Appointment & Evaluation......................................................................... 9 3.1 Faculty Appointments ................................................................................... 9 3.2 Faculty Qualifications and Rank .................................................................12 3.3 Faculty Orientation .....................................................................................14 3.4 Faculty Evaluation ......................................................................................14 Faculty Reappointment ........................................................................................16 3.5 Disciplinary Action ......................................................................................31 3.6 Termination of Employment -
Section 8: Student Achievement Sacscoc Standard 8.1
SECTION 8: STUDENT ACHIEVEMENT SACSCOC STANDARD 8.1. The institution identifies, evaluates, and publishes goals and outcomes for student achievement appropriate to the institution’s mission, the nature of the students it serves, and the kinds of programs offered. The institution uses multiple measures to document student success. (Student achievement) [Core Requirement] Note: The asterisk (*) below indicates the specific metric required by SACSCOC for measuring graduation rate and analyzing that measure of student success and a discussion of the changes the University has implemented to improve student achievement for that measure for all students, as well as those groups of students specifically served by Tusculum. TUSCULUM UNIVERSITY MISSION STATEMENT: Building on a rich Presbyterian heritage and a pioneering spirit, Tusculum University provides an active and experiential education within a caring Christian environment to inspire civic engagement, enrich personal lives, and equip career-ready professionals. (Approved by the Tusculum University Board of Trustees on May 30, 2020) The University last reviewed its mission during the 2019-20 academic year. After undertaking a thorough process that involved benchmarking against similar colleges and universities and conducting feedback sessions, surveys, and focus groups with over 400 constituents, the administration presented a revised mission statement to the Board of Trustees at the 698th Meeting of the Board of Trustees on May 30, 2020. The revised statement was approved unanimously. The mission statement is specific to Tusculum University and addresses its objective of teaching and learning via an active and experiential education. It is distinctive and reflects the University’s commitment to the provision of an education within a caring Christian environment. -
NAFSA08-Germany
GERMANY ELEMENTARY AND SECONDARY EDUCATION GENERAL INFORMATION: Location: Germany is located in Central Western Europe. It is surrounded by the Netherlands, Belgium, France, Switzerland, Austria, Czech Republic, and Poland. In the North, Germany borders with the North Sea, Denmark, and Baltic Sea. Language(s) of Instruction: German Grading Scales: Generally, the conventional six-mark scale is used in individual student assessment in schools. The 15-point scale is used on the Zeugnis der allgemeinen Hochschulreife (Certificate of General University Maturity) awarded upon successful completion of a pre-university upper secondary school (Gymnasium) program. Conventional Gymnasiale Oberstufe (Higher Description six-mark scale Gymnasium Level) point system sehr gut (very good) well above required 1 13 – 15 standard 2 10 – 12 gut (good) fully meets required standard befriedigend (satisfactory) generally 3 7 – 9 meets the required standard ausreichend (adequate) generally meets 4 4 – 6 required standard, but with some deficiencies mangelhaft (poor) does not meet the required standard, but the basic 5 1-3 knowledge is there and deficiencies may be made up with time ungenügend (insufficient) deficiencies 6 0 too incomplete to make them up in a reasonable period of time Principal educational authority: The responsibilities of the Federal Government in education are defined in theGrundgesetz (Basic Law). Based on the Basic Law, education in each Land (state) is regulated by the appropriate administrative and legislative state authorities. Each state has its own Ministry of Education, regional, and local educational authorities. Educational reforms are implemented at the state level but discussed at the federal level through the Kultusministerkonferenz (Conference of Ministers for Education and Cultural Affairs)ю Academic Calendar: School year lasts 188 – 208 days (five-six day weeks) from August to July. -
Wakefield School College Acceptances/Matriculations 2014 - 2018
Wakefield School College Acceptances/Matriculations 2014 - 2018 Allegheny College (1/0) Embry-Riddle Aeronautical University (1/1) New York University (3/1) University of Kentucky (1/0) American University (2/1) Emory & Henry College (3/0) North Carolina State University (6/0) University of Maine (1/1) The American University of Paris (1/0) Emory University (1/1) Northeastern University (5/0) University of Maine, Fort Kent (1/0) Amherst College (1/1) Emory University - Oxford College (2/0) Norwich University (3/1) University of Mary Washington (5/3) Arizona State University (1/1) Eugene Lang College (1/1) The Ohio State University (3/1) University of Maryland, College Park (3/0) Auburn University (2/0) Fairfield University (1/0) Ohio University (3/0) University of Massachusetts, Boston (1/1) Auburn University Montgomery (1/0) Farris State University (1/1) Old Dominion University (7/3) University of Miami (5/2) Augsburg College (1/0) Ferrum College (4/1) Parsons School of Design (2/0) University of Michigan (2/0) Augustana College (1/0) Florida Atlantic University (1/1) Pennsylvania State University, University Park (4/1) University of Minnesota, Twin Cities (1/0) Averett University (1/0) Florida Gulf Coast University (1/0) Pepperdine University (1/1) University of Mississippi (3/1) Barry University (1/1) Florida Institute of Technology (1/0) Pratt Institute (2/1) University of New Hampshire at Durham (1/0) Bates College (2/1) Florida Southern College (2/2) Princeton University (1/1) The University of North Carolina, Chapel Hill (1/1) -
The Outdoor Academy of the Southern Appalachians
An academic semester school for 10 th graders and select 11 th graders SACS Accredited The Outdoor Academy of the Southern Appalachians Curriculum Guide 2011-2012 “Experiential education for young people, promoting the natural world, and the betterment of human character” Wouldn't It Be Wonderful If I Could Go To A School… Where I engage my whole self: my mind, my body, my spirit? Where I hike, climb, and paddle into the wilderness so that I might know its beauty? Where I learn to be a stronger leader, an active supporter, a better student, and a young teacher? Where I become an active, educated link in the global chain of environmental and social concern? Where I delve into music, theatre, and the fine arts in a free, artistic environment? Where I take on the responsibility of hard work and the accountability of living in community? Where I create meaningful, lifelong friendships? Where I am free to become the self I have always yearned to be? Where I belong? It Would Be Wonderful To Go To A School… Where I can find all of these things while I thrive academically and prepare for my future. ______________________________________ “The people of the desert,” says Laurens van der Post, “speak of two hungers, one small, the other great. The small hunger concerns food for the belly and the other is the great hunger for meaning. The Bushman dances, sings, paints, tells stories; such is the food that feeds this hunger.” Wholehearted learning has been the wisdom of Eagle's Nest for over 80 years. -
Special Education Eligibility Q & A
SPECIAL EDUCATION ELIGIBILITY Q & A What is a Case Study Evaluation? Page 1 How does a Child Become Eligible for Special Education? Pages 2 - 3 What is an IEP? Pages 3 - 4 How is an IEP Developed? Page 4 What are Educational Placement Options? Page 5 WHAT IS A CASE STUDY EVALUATION? A case study evaluation encompasses a series of in-depth multidisciplinary diagnostic procedures conducted within an established time frame and designed to provide information about your child and the nature of the problems that may affect his/her educational development. These components may include the following: 1. Psychological testing, including analysis of intelligence, achievement, social/emotional status and personality functioning 2. Classroom observations and teacher’s report on academic progress 3. Social/Developmental History 4. Therapeutic Summary 5. Vision/Hearing screening and other reviews of relevant health history 6. Psychiatric Evaluation, if needed 7. Substance use screening and/or evaluation, if needed 8. Occupational therapy evaluation, if needed 9. Speech & language evaluation, if needed 10. Assessment of communication skills and motor abilities, if needed The nature and intensity of each component to be included will vary depending on the needs of your child and the type of existing information available. Upon completion of your child’s case study evaluation, a staffing will be scheduled with you, representatives from the school, and any other relevant professionals to discuss the findings and determine eligibility for special education and related services. Page | 1 HOW DOES A CHILD BECOME ELIGIBLE FOR SPECIAL EDUCATION? Based on the results of the case study evaluation, there are several official categories under which a child may be found eligible for special education and related services support. -
Csmagw0910.Pdf
Christ School Magazine VOLUME XVI NUMBER 1 WINTER 2010 Contents For an updated calendar of events and sports Letter from the Headmaster 1 scores visit Christ School’s new web site at: Parents Weekend 4 Asheville School Week 4-5 www.christschool.org Father and Son Weekend 6 Angelus Society Dinner 8 Admission Marketing 9 College Guidance 10 Academics 11 Academics - Science Feature 13 CS Vintage Science 19 Drama “Guys and Dolls” 20 Chapel News 22 NEW Community Service 24 Community Service - Kenya Trip 25 WEB Varsity Fall Sports 28 SITE Outdoor Program 33 Mud Bowl Gallery 31 Scholarship Funds 34 Alumni Profile – Porter ’68 36 Fan Page and Alumni Group Alumni Gatherings 38 Follow CS at twitter.com/christschool Alumni Council 39 Class Notes 40 Alumni in Sports 45 Memorials and Tributes 46 EDITOR , PHOTOGRA P HY , D E SIGN : Linda Cluxton Editorial Contributions: Christina Auch, Nathan Bradshaw, Gabe Dunsmith ’11, Kirk Brown, Archivist Beth Robrecht, Danny Wright PHOTOGRA P HIC CONTRIBUTORS : Episcopal School of Knoxville, Erich Cluxton, Sam Froelich, Leigh Harris, Josh Horwitz ’12, Andrew Nagle, Bruce Stender, Jamie Smith, Eric Thorp ’01, Lyn Tillett, Betty Weil. Kenya photos by Kenya photos by Ben and Marcie Dowling, Mike White, Dylan DeGraw, Susan Smith, Lynda Miller and Linda Cluxton The Christ School Magazine is published two to three times a year by the Christ School Advancement Office: Danny Wright, Director of Advancement; Linda Cluxton, Director of Communication; Christina Auch, Director of Annual Giving and Special Gifts; Eric Thorp, Director of Alumni, Kathryn J. Belk, Constituent Relations and Special Events Coordinator.